The Relative Contribution of Psychological Capital, Academic Burnout, and Mindfulness to the Quality of Academic Life among Faculty Members at Al-Azhar University

Document Type : Original Article

Authors

1 Assistant Professor of Educational Psychology Faculty of Education for Girls, Al-Azhar University, Egypt

2 Lecturer of Mental Health Faculty of Education for Boys, Al-Azhar University, Egypt

Abstract

The research aimed to explore the relative contribution of psychological capital, academic burnout, and mindfulness to the quality of academic life among faculty members at Al-Azhar University. It sought to identify which variables most significantly impact the quality of academic life and to examine differences between hypothetical and actual means in psychological capital, academic burnout, mindfulness, and quality of academic life, while clarifying the relationships among these variables. The sample consisted of 284 faculty members, employing a descriptive methodology with instruments including the "Psychological Capital Scale," "Academic Burnout Scale," "Mindfulness Scale," and "Academic Life Quality Scale," all developed by the researchers.
The results indicated that the quality of academic life can be predicted through psychological capital and mindfulness, with psychological capital being the most significant contributor, followed by mindfulness, while academic burnout did not enter the regression equation. Differences were found between hypothetical and actual means for psychological capital, academic burnout, and mindfulness, favoring the actual means. The findings also revealed a correlation between the quality of academic life and each of psychological capital, academic burnout, and mindfulness. Furthermore, both psychological capital and mindfulness contributed to predicting the quality of academic life for male and female faculty members, with psychological capital ranking first. No significant differences were found related to gender or specialization in psychological capital and academic burnout, although differences in mindfulness favored males.

Keywords

Main Subjects

References

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